Arkansas English Language Arts Standards — Grade 6


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L.6.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking as appropriate for Grade 6.

L.6.1.A

Ensure that pronouns are in the proper case (subjective, objective, possessive).

L.6.1.B

Use intensive pronouns (e.g., myself, ourselves) correctly.

L.6.1.C

Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

L.6.1.D

Recognize and correct vague pronouns (e.g., ones with unclear or ambiguous antecedents), as well as inappropriate shifts in pronoun number and person.

L.6.1.E

This standard is taught in Grade 5 and should be reinforced as needed. Use the relative adverbs where, when, and why.

L.6.1.F

Produce complex sentences with a variety of dependent clauses using subordinating conjunctions.

L.6.1.G

This standard is taught in Grade 4 and should be reinforced as needed. Form and use prepositional phrases.

L.6.1.H

Produce compound complex sentences using dependent clauses, subordinating conjunctions, and coordinating conjunctions

L.6.1.I

This standard is taught in Grade 4 and should be reinforced as needed. Use modal auxiliaries (e.g., can, may, must) to convey various conditions.

L.6.1.J

This standard is taught in Kindergarten and should be reinforced as needed. Understand and use question words (interrogatives) e.g., who, what, when, where, why, how).

L.6.1.K

This standard is taught in Grade 3 and should be reinforced as needed. Form all upper- and lowercase letters to write words legibly in cursive.

L.6.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling as appropriate for Grade 6 when writing.

L.6.2.A

This standard is taught in Grade 4 and should be reinforced as needed. Use correct capitalization.

L.6.2.B

Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements

L.6.2.C

Use commas to set off clauses

L.6.3

Use knowledge of language and its conventions for Grade 6 when writing, speaking, reading, or listening.

L.6.3.A

Vary sentence patterns for meaning, reader/listener interest, and style.

L.6.3.B

Maintain consistency in style and tone.

L.6.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on Grade 6 reading and content, choosing flexibly from a range of effective strategies.

L.6.4.A

Use context (e.g., the overall meaning of a sentence or paragraph; a word's position or function in a sentence) as a clue to the meaning of a word or phrase.

L.6.4.B

Use common, Greek or Latin affixes and roots as clues to the meaning of a word (e.g., audience, auditory, audible).

L.6.4.C

Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.

L.6.4.D

Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).

L.6.5

Demonstrate understanding of figurative language, word relationships, and nuances in word meanings, as appropriate for the grade level.

L.6.5.A

Interpret figures of speech (e.g., extended metaphor, personification) in context.

L.6.5.B

Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to better understand each of the words.

L.6.5.C

Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

L.6.6

Acquire and use accurately grade-appropriate general academic vocabulary and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

RI.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

RI.6.10

By the end of the year, read and comprehend literary nonfiction in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RI.6.2

Examine a grade-appropriate informational text. Provide an objective summary. Determine a central idea and how it is conveyed through particular details

RI.6.3

Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

RI.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings

RI.6.5

Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

RI.6.6

Determine an authors point of view, perspective, and/or purpose in a text and explain how it is conveyed in the text

RI.6.7

Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.

RI.6.8

Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

RI.6.9

Compare and contrast one author's presentation of events with that of another (e.g., a memoir written by and a biography on the same person).

RL.6.1

Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

RL.6.10

By the end of the year, read and comprehend literature, including stories, dramas, and poems, in the Grades 6-8 text complexity band proficiently, with scaffolding as needed at the high end of the range.

RL.6.2

Examine a grade-appropriate literary text. Provide an objective summary. Determine a theme of a text and how it is conveyed through particular details.

RL.6.3

Describe how a story's or drama's plot unfolds in a series of events as well as how the characters respond or change as the plot moves toward a resolution.

RL.6.4

Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of a specific word choice on meaning and/or tone.

RL.6.5

Analyze how a particular sentence, chapter, scene, or stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot.

RL.6.6

Explain how an author develops the point of view and/or perspective of the narrator or speaker in a text.

RL.6.7

Compare and contrast the experience of reading a story, drama, or poem to listening to or viewing an audio, video, or live version of the text, including contrasting what they 'see' and 'hear' when reading the text to what they perceive when they listen or watch.

RL.6.8

RL.6.8 is not applicable to literature based on anchor standard CCRA.R.8. Analyze and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

RL.6.9

Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.

SL.6.1

Engage effectively in a range of collaborative conversations (one-on-one, in groups, and teacher-led) with diverse partners on Grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.

SL.6.1.A

Come to discussions prepared, having read or studied required material; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

SL.6.1.B

Follow rules for collegial discussions, set specific goals and deadlines, and define individual roles as needed

SL.6.1.C

Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

SL.6.1.D

Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

SL.6.2

Interpret information that is gained by means other than reading (e.g., texts read aloud; oral presentations of charts, graphs, or diagrams; speeches) and explain how it contributes to a topic, text, or issue under study.

SL.6.3

Describe precisely a speaker's argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

SL.6.4

Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

SL.6.5

Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information

SL.6.6

Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

W.6.1

Write arguments to support claims with clear reasons and relevant evidence.

W.6.1.A

Introduce claim(s) and organize the reasons and evidence clearly.

W.6.1.B

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

W.6.1.C

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons

W.6.1.D

Establish and maintain a formal style.

W.6.1.E

Provide a concluding statement or section that follows from the argument presented.

W.6.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

W.6.2

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

W.6.2.A

Introduce a topic; organize ideas, concepts, and information, using strategies such as definition, classification, comparison/contrast, and cause/effect; include text features (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

W.6.2.B

Develop the topic with relevant facts, definitions, concrete details, quotations, and/or other information and examples.

W.6.2.C

Use appropriate transitions to clarify the relationships among ideas and concepts.

W.6.2.D

Use precise language and domain-specific vocabulary to inform about or explain the topic.

W.6.2.E

Establish and maintain a formal style.

W.6.2.F

Provide a concluding statement or section that supports the information or explanation presented.

W.6.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences

W.6.3.A

Engage and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

W.6.3.B

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

W.6.3.C

Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.

W.6.3.D

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

W.6.3.E

Provide a conclusion that reflects on the narrated experiences or events.

W.6.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W.6.5

Develop and strengthen writing as needed with some guidance and support from peers and adults, by planning, revising, editing, rewriting, or trying a new approach (e.g. Recognize variations from standard English in their own and others' writing and speaking, and identify and use strategies to improve expression in conventional language).

W.6.6

Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to produce writing in a single sitting.

W.6.7

Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate

W.6.8

Gather relevant information from multiple print and digital sources. Assess the credibility of each source. Quote or paraphrase the data and conclusions of others while avoiding plagiarism. Provide basic bibliographic information for sources.

W.6.9

Draw evidence from literary and/or informational texts to support analysis, reflection, and research.

W.6.9.A

Apply Grade 6 Reading standards to literature (e.g., 'Compare and contrast texts in different forms or genres [e.g., stories and poems; historical novels and fantasy stories] in terms of their approaches to similar themes and topics.').

W.6.9.B

Apply Grade 6 Reading standards to informational texts (e.g., 'Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.').